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38. Effect of Axial Magma Chambers Beneath Spreading Centers on the Compositions of Basaltic Rocks
38. EFFECT OF AXIAL MAGMA CHAMBERS BENEATH SPREADING CENTERS ON THE COMPOSITIONS OF BASALTIC ROCKS James H. Natland, Scripps Institution of Oceanography, La Jolla, California ABSTRACT Ferrobasalts are among a range of basalt types erupted over large, shallow, axial magma chambers beneath the East Pacific Rise crest near 9°N, and the Galapagos Rift near 86°W. Geological and geo- chemical evidence indicates that they evolve in small, isolated magma bodies either in conduit systems over the chambers, or in the solidify- ing walls of the magma chamber flanks away from the loci of fissure eruptions. The chambers act mainly as buffers in which efficient mix- ing ensures that a uniform average, moderately fractionated parent is supplied to the range of magma types erupted at the sea floor. For- mation of ferrobasalts in isolated magma bodies prevents them from mixing directly with primitive olivine tholeiite supplied to the base of the East Pacific Rise magma chamber at 9°N. Rises with abundant ferrobasalts may have magma chambers with broad, flat tops over which eruptions occur in wide, probably struc- turally unstable rift zones. Rises without ferrobasalts may have magma chambers with tapered tops which persistently constrain eruptions to narrow fissure zones, preventing formation of isolated shallow magma bodies where ferrobasalts can evolve. Formation of a flat-topped, rather than a tapered, magma chamber may reflect a high rate of magma supply relative to spreading rate. Steady-state compositions can be approached in magma cham- bers, probably approximating the least-fractionated typical lavas erupted above them. On this basis, the bulk magma composition in the chamber beneath the Galapagos Rift has become more iron-rich through time, a consequence of magma migration eastward down the rift as it shoaled to the west under the influence of the Galapagos Island hot spot. -
Results from Camera Tows Along the Southern Juan De Fuca Ridge
UNITED STATES DEPARTMENT OF THE INTERIOR GEOLOGICALSURVEY Results From Camera Tows Along the Southern Juan de Fuca Ridge: A2-84-WF Ellen S. Kappel1 ' 2 and William R. Normark1 Open-File Report 88-371 This report is preliminary and has not been reviewed for conformity with U. S. Geological Survey editorial standards and stratigraphic nomenclature. Any use of trade names is for descriptive purposes only and does not imply endorsement by the USGS. 1 U. S. Geological Survey, Menlo Park, California 2 Now at Joint Oceanographic Institutions Incorporated, Washington, D. C. ABSTRACT Nine camera tows carried out along the southern Juan de Fuca Ridge during the summer of 1984 extended photographic and video coverage north of the main USGS study area. These data, together with one camera tow conducted outside of the axial valley, provide ground-truth data for Sea MARC I and II acoustic images of the ridge axial zone. In addition, four new hydrothermal vents were discovered within the axial valley between latitudes 44°43'N and 44°54'N. INTRODUCTION The Juan de Fuca Ridge (JdFR) is a medium-rate (full spreading rate of 6 cm/yr) oceanic spreading center located approximately 500 km off the coasts of Oregon and Washington in the northeast Pacific Ocean (Figure 1). The ridge extends for nearly 500 km between the Blanco and Sovanco transform faults and separates the Pacific Plate from the Juan de Fuca Plate. Discoveries of high temperature hydrothermal venting, associated sulfide deposits, and unusual biota along the neovolcanic zones of medium-rate Pacific spreading centers ,such as the Galapagos Spreading Center (Ballard and others, 1982) and the East Pacific Rise at 21 °N (CYAMEX Scientific Team, 1979; RISE Project Group, 1980), prompted scientists from the U.S. -
Discovery of Chemosynthesis-Based Association on the Cretaceous Basal Leatherback Sea Turtle from Japan
Editors' choice Discovery of chemosynthesis-based association on the Cretaceous basal leatherback sea turtle from Japan ROBERT G. JENKINS, ANDRZEJ KAIM, KEI SATO, KAZUHIRO MORIYA, YOSHINORI HIKIDA, and REN HIRAYAMA Jenkins, R.G., Kaim, A., Sato, K., Moriya, K., Hikida, Y., and Hirayama, R. 2017. Discovery of chemosynthesis-based association on the Cretaceous basal leatherback sea turtle from Japan. Acta Palaeontologica Polonica 62 (4): 683–690. We report a Late Cretaceous chemosynthetic community fueled by decomposing basal leatherback sea turtle on the ocean floor in the western Pacific. The fossil association representing this community has been recovered from the matrix of a concretion containing a single carapace of Mesodermochelys sp. from Late Cretaceous outer shelf to upper slope deposit of northern Hokkaido, Japan. The carapace displays boreholes most likely performed by boring bivalves, and is associated with molluscan shells, mainly Provanna cf. nakagawensis and Thyasira tanabei. Since this association is similar to fauna already known from Late Cretaceous hydrocarbon seeps, sunken wood, and plesiosaur-falls in Hokkaido, it is suggested that all types of chemosynthesis-based communities in the Late Cretaceous of western Pacific may have belonged to the same regional pool of animals and were not yet fully differentiated into three independent types of com- munities as it is known today. This finding also indicates that the sulfophilic stage of the vertebrate-fall communities was supported not only by plesiosaur carcasses, which were previously reported, but also by sea turtle carcasses. It highlights the possibility of surviving vertebrate-fall communities through the end-Cretaceous mass extinction event on carcasses of sea turtles which are the only large marine vertebrates surviving this event. -
Chapter 5 Hmdscience.Com EN Online Vir Onmental Science Work Ecosystems How
DO NOT EDIT--Changes must be made through “File info” printcode=a Chapter 5 Section 1 Energy Flow in Ecosystems How Section 2 The Cycling of Matter Section 3 How Ecosystems Change Why It Matters Ecosystems This frog gets the energy it needs to survive by eating other organisms, such as damselflies. Frogs and damselflies are both consumers in an aquatic food chain. Work How does energy continue to be transferred in this food chain? CASESTUDY Learn how pollutants, like the pesticide DDT, are transferred through a food chain in the case study DDT in an Aquatic Food Chain on page 120. Online enVirOnmental Science HMDScience.com Go online to access additional resources, including labs, worksheets, multimedia, and resources in Spanish. Inc. Cosmos Blank/Photo Researchers, ©A. 116 DO NOT EDIT--Changes must be made through “File info” printcode=a Section 1 Energy Flow in Objectives Describe how energy is transferred from the sun Ecosystems to producers and then to consumers. organisms need energy to survive, grow, and reproduce. Different organisms Describe one way in which get energy from different sources, but the ultimate source of energy for almost all consumers depend on producers. organisms on earth is the sun. Identify two types of consumers. Explain how energy transfer in a Life Depends on the Sun food web is more complex than Energy from the sun enters an ecosystem when organisms use sunlight energy transfer in a food chain. to make sugar in a process called photosynthesis. During photosynthesis, plants, algae, and some bacteria capture light energy from the sun and Explain why an energy pyramid use it to convert carbon dioxide and water into sugar and oxygen, as is a representation of trophic shown in Figure 1.1. -
Chemosynthesis: What It We Can Learn from Hydrothermal Vents
Chemosynthesis:Chemosynthesis: WhatWhat itit wewe cancan learnlearn fromfrom hydrothermalhydrothermal ventsvents Ryan Perry Geol 062 II.. IInnttrroo ttoo MMeettaabboolliissmm 1. CCaarrbboonn fifixxaattiioonn aanndd PPhhoottoossyynntthheessiiss 2. FFaammiilliiaarr ooxxiiddaattiivvee mmeettaabboolliissmm 3. OOxxyyggeenniicc PPhhoottoossyynntthh.. 4. GGeeoollooggiicc ccoonnsseeqquueenncceess IIII.. CChheemmoossyynntthheessiiss 1. HHyyddrrootthheerrmmaall VVeennttss 2. AArrcchheeaann 3. CChheemmoossyynntthheettiicc mmeettaabboolliissmm:: MMiiccrroobbeess RRuullee!!!!!! 4. CChheemmoossyynntthheettiicc eeccoossyysstteemmss IIIIII.. WWhhyy aarree eexxttrreemmoopphhiilleess ssoo ccooooll?? 1. BBiioommeeddiiccaall 2. IInndduussttrriiaall 3. WWhhaatt eexxttrreemmoopphhiilleess tteeaacchh uuss aabboouutt eeaarrllyy lliiffee 4. EExxoobbiioollooggyy IIVV.. EExxoobbiioollooggyy PPrreebbiioottiicc CChheemmiissttrryy oonn EEaarrtthh PPoossssiibbllee ((pprroobbaabbllee??)) oorriiggiinnss ooff lliiffee.. PPoossssiibbiillee lliiffee eellsseewwhheerree iinn tthhee ssoollaarr ssyysstteemm.. MMeettaabboolliissmm • The complete set of chemical reactions that take place within a cell. • Basis of all life processes. • Catabolic and Anabolic MMeettaabboolliissmm • CCaattaabbllooiicc mmeettaabboolliissmm---- hhiigghh eenneerrggyy mmoolleeccuulleess ((eelleeccttrroonn--ddoonnoorrss,, ffoooodd)) aarree ooxxiiddiizzeedd,, hhaavviinngg tthheeiirr eelleeccttrroonnss ttrraannssffeerrrreedd ttoo aann eelleeccttrroonn--aacccceeppttoorr.. • EElleeccttrroonn ppaasssseess ddoowwnn -
The Chemosynthetic Cafe
ocean INSPIRE: Chile Margin 2010 The Chemosynthetic Cafe www.oceanexplorer.noaa.gov Focus Chemosynthesis in hydrothermal vent ecosystems Grade Level 9-12 (Biology/Chemistry) Focus Question How is energy obtained and transferred in photosynthesis and chemosynthesis, and how are these processes similar and different? Learning Objectives n Students will compare and contrast photosynthesis and chemosynthesis. n Students will define oxidation and reduction as these terms apply to electron transfer. n Students will explain the overall process by which energy is captured and transferred during photosynthesis and chemosynthesis. Materials q None Audio-Visual Materials q (Optional) video or computer projection equipment to show images from the INSPIRE: Chile Margin 2010 Web page (http:// oceanexplorer.noaa.gov/explorations/10chile/welcome.html) Teaching Time Two 45-minute class periods, plus time for student assignments Seating Arrangement Groups of 3-4 students Maximum Number of Students 32 Image captions/credits on Page 2. Key Words Hydrothermal vent Autotroph Photosynthesis 1 www.oceanexplorer.noaa.gov INSPIRE: Chile Margin 2010: The Chemosynthetic Cafe Grades 9-12 (Biology/Chemistry) Chemosynthesis Electron transport Chile Triple Junction Background Information NOTE: Explanations and procedures in this lesson are written at a level appropriate to professional educators. In presenting and discussing this material with students, educators may need to adapt the language and instructional approach to styles that are best suited to specific student groups. Earthquakes and volcanoes are among Earth’s most spectacular and terrifying geological events. The Mount St. Helens eruption of 1980 Images from Page 1 top to bottom: Map of the Southeast Pacific Ocean and South and the Haiti (7.0 magnitude) and Chile (8.8 magnitude) earthquakes American continent showing the Chile Rise spreading center, the Peru-Chile Margin, and of 2010 are recent and memorable examples of the extreme power the location of the Chile Triple Junction. -
Chemosynthesis for the Classroom (Adapted from the Expedition to the Deep Slope 2006)
o c e a n Expl ration & Research Lessons from the Deep: Exploring the Gulf of Mexico’s Deep-Sea Ecosystems Education Materials Collection Chemosynthesis for the Classroom (adapted from the Expedition to the Deep Slope 2006) Focus Chemosynthetic bacteria Grade Level 9-12 (Chemistry/Biology) Focus Question What changes affect succession in the development of chemosynthetic bacterial communities? Learning Objectives m Students will observe the development of chemosynthetic bacterial communities. m Students will recognize that organisms modify their environment in ways that create opportunities for other organisms to thrive. m Students will be able to explain the process of chemosynthesis. m Students will be able to explain the relevance of chemosynthesis to biological communities in the vicinity of cold seeps. Materials m Directions for Setting Up Winogradsky Columns, one copy for each student group Materials for Winogradsky columns for each student group: m 2 1-liter plastic soda bottles m 1 Liter black mud from a local river, lake, or estuary m 1 Liter water from each mud/sand location used Image captions/credits on Page 2. m 1 Small bucket m 1 500 ml plastic beaker m 1 Paint stirrer or large spoon m 1 Sheet of newspaper 1 www.oceanexplorer.noaa.gov Lessons from the Deep: Exploring the Gulf of Mexico’s Deep-Sea Ecosystems Chemosysthesis for the Classroom - Grades 9-12 (Chemistry/Biology) m 1 Tablespoon powdered chalk (see Learning Procedure, Step 1d) m 1 Crushed multivitamin pill m Calcium sulfate (Plaster of Paris), approximately 80 g -
Chapter 13 Lecture
ChapterChapter 1 13 Clickers Lecture Essentials of Oceanography Eleventh Edition Biological Productivity and Energy Transfer Alan P. Trujillo Harold V. Thurman © 2014 Pearson Education, Inc. Chapter Overview • Primary productivity is photosynthesis. • Productivity is globally and seasonally variable. • Feeding relationships are represented by food chains and food webs. • Oceans are being overfished. © 2014 Pearson Education, Inc. Primary Productivity • Rate at which energy is stored in organic matter – Photosynthesis uses solar radiation. – Chemosynthesis uses chemical reactions. • 99.9% of the ocean’s biomass relies directly or indirectly on photosynthesis for food. © 2014 Pearson Education, Inc. Photosynthesis © 2014 Pearson Education, Inc. Measurement of Primary Productivity • Directly – capture plankton in plankton nets • Measure radioactive carbon in seawater © 2014 Pearson Education, Inc. Measurement of Primary Productivity • Monitor ocean color with satellites – Photosynthetic phytoplankton use green pigment chlorophyll • SeaWiFS (Sea-viewing Wide Field of View Sensor) satellite sensor collected ocean color data 1997–2010 • MODIS (Moderate Resolution Imaging Spectroradiometer) – current – Measures 36 spectral frequencies © 2014 Pearson Education, Inc. Factors Affecting Primary Productivity • Nutrient availability – Nitrate, phosphorous, iron, silica – Most from river runoff – Productivity high along continental margins – Redfield ratio – C:N:P © 2014 Pearson Education, Inc. Factors Affecting Primary Productivity • Solar radiation – Uppermost surface seawater and shallow seafloor – Compensation depth – net photosynthesis becomes zero – Euphotic zone —from surface to about 100 meters (330 feet) • Enough light for photosynthesis © 2014 Pearson Education, Inc. Light Transmission in Ocean Water • Visible light portion of the electromagnetic spectrum • Blue wavelengths penetrate deepest • Longer wavelengths (red, orange) absorbed first © 2014 Pearson Education, Inc. Transmission of Light in Seawater © 2014 Pearson Education, Inc. -
Ocean Primary Production
Learning Ocean Science through Ocean Exploration Section 6 Ocean Primary Production Photosynthesis very ecosystem requires an input of energy. The Esource varies with the system. In the majority of ocean ecosystems the source of energy is sunlight that drives photosynthesis done by micro- (phytoplankton) or macro- (seaweeds) algae, green plants, or photosynthetic blue-green or purple bacteria. These organisms produce ecosystem food that supports the food chain, hence they are referred to as primary producers. The balanced equation for photosynthesis that is correct, but seldom used, is 6CO2 + 12H2O = C6H12O6 + 6H2O + 6O2. Water appears on both sides of the equation because the water molecule is split, and new water molecules are made in the process. When the correct equation for photosynthe- sis is used, it is easier to see the similarities with chemo- synthesis in which water is also a product. Systems Lacking There are some ecosystems that depend on primary Primary Producers production from other ecosystems. Many streams have few primary producers and are dependent on the leaves from surrounding forests as a source of food that supports the stream food chain. Snow fields in the high mountains and sand dunes in the desert depend on food blown in from areas that support primary production. The oceans below the photic zone are a vast space, largely dependent on food from photosynthetic primary producers living in the sunlit waters above. Food sinks to the bottom in the form of dead organisms and bacteria. It is as small as marine snow—tiny clumps of bacteria and decomposing microalgae—and as large as an occasional bonanza—a dead whale. -
1 Students Will Grow and Observe Succession and Chemosynthesis Of
GROWING CHEMOSYNTHETIC BACTERIA OVERVIEW Students will grow and observe succession and chemosynthesis of bacterial colonies: one lighted, the other in the dark. This activity uses the concepts of the Winogradsky column, a device which enriches and isolates certain organisms involved in the sulfur and nitrogen cycles. The activity provides a rough analog to both processes of chemosynthesis and succession; processes which occur at deep sea hydro- thermal vents and form the base of the food chain in the absence of sunlight. (Note that the original Winogradsky column was made by a Russian microbiologist Sergei N. Winogradsky.) CONCEPTS • Some organisms cannot draw energy from the Sun and must find other energy sources to live. • Both photosynthesis (uses sunlight) and chemosynthesis are means of producing sugar (stored chemical energy) • Photosynthetic organisms use light as their energy source; chemosynthetic organisms use chemi- cals. The result for both organisms is the same: energy. The by-products are different, however. In photosynthesis, oxygen is given off as a waste product. In chemosynthesis sulfate is given off. • As organisms thrive in a given environment their by-products create a new environment where new species thrive. This is called succession. MATERIALS For each group: • Black mud (enough to fill the graduated cylinders). See Preparation section. • 80 g of CaSO4 (Plaster of Paris: found in any hardware store) • 20 Jars or beakers for mixing • Stirring rods • Organic straw or filter paper bits. (Tear strips of lab filter paper) • 3 Liters (about 3 quarts) of pond, salty sea water or swamp water • 4 Grams baking soda • 20 Multivitamin pills and something with which to crush them • Plastic wrap • Rubber bands • A light source that can stay on for six weeks or longer • Tape and markers for labeling columns • Flashlight with red cellophane on lighted end (can be attached with rubber band) • Two 500 milliliter graduated cylinders or columns PREPARATION Divide the class into pairs or small groups. -
Marine Science Marine
We are working with Cambridge International towards endorsement of this title. AS & A Level Marine Science COURSEBOOK Marine Science for Cambridge International AS & A Level COURSEBOOK Matthew Parkin, Melissa Lorenz, Claire Brown & Jules Robson Completely Cambridge Cambridge University Press works with Cambridge Assessment International Education and experienced authors to produce high-quality endorsed textbooks and digital resources that support Cambridge Teachers and encourage Cambridge Learners worldwide. To nd out more about Cambridge University Press visit cambridge.org/cambridge-international DRAFT Second edition Cambridge Elevate edition Original material © Cambridge University Press 2019. This material is not final and is subject to further changes prior to publication. We are working with Cambridge International towards endorsement of this title. Contents Contents How to use this series 00 Practical skills 1 Experimental planning including making How to use this book 00 estimates, predictions and hypotheses 00 Introduction 00 2 Presentation of data and observations 00 3 Evaluation of procedures and data 00 Introduction to command words 00 4 Analysis of data and conclusions 00 1 Water 6 Physiology of marine organisms 1.1 Particle theory and bonding 00 6.1 General cell structure 00 1.2 Solubility in water 00 6.2 Movement of substances 00 1.3 Density and pressure 00 6.3 Gas exchange 00 2 Earth processes 6.4 Osmoregulation 00 2.1 Tectonic processes 00 7 Energy 2.2 Weathering, erosion and sedimentation 00 7.1 Photosynthesis 00 2.3 -
Primary Productivity Below the Seafloor at Deep-Sea Hot Springs
Primary productivity below the seafloor at deep-sea hot springs Jesse McNichola,1,2, Hryhoriy Stryhanyukb, Sean P. Sylvac, François Thomasa,3, Niculina Musatb, Jeffrey S. Seewaldc, and Stefan M. Sieverta,1 aBiology Department, Woods Hole Oceanographic Institution, Woods Hole, MA 02543; bDepartment of Isotope Biogeochemistry, Helmholtz Centre for Environmental Research – Umweltforschungszentrum (UFZ), 04318 Leipzig, Germany; and cMarine Chemistry and Geochemistry Department, Woods Hole Oceanographic Institution, Woods Hole, MA 02543 Edited by David M. Karl, University of Hawaii, Honolulu, HI, and approved May 16, 2018 (received for review March 13, 2018) Below the seafloor at deep-sea hot springs, mixing of geothermal but only one such measurement has been previously obtained under fluids with seawater supports a potentially vast microbial ecosys- realistic temperature and pressure conditions (4). Another im- tem. Although the identity of subseafloor microorganisms is largely portant consideration is that electron acceptors such as oxygen and known, their effect on deep-ocean biogeochemical cycles cannot nitrate rapidly become limiting during incubation experiments with be predicted without quantitative measurements of their meta- vent fluids (13, 14), which may lead to carbon fixation rates being bolic rates and growth efficiency. Here, we report on incubations greatly underestimated (13). However, it is difficult to ascertain the of subseafloor fluids under in situ conditions that quantitatively extent of this bias for existing studies because electron acceptor constrain subseafloor primary productivity, biomass standing stock, consumption has not typically been measured alongside carbon and turnover time. Single-cell-based activity measurements and 16S fixation. Theoretical estimates of primary productivity have also rRNA-gene analysis showed that Campylobacteria dominated car- been derived by combining geochemical measurements with ther- bon fixation and that oxygen concentration and temperature drove modynamic models (15, 16).